4-H Expressive Arts Club
Beginner's Guide

Introduction

The 4-H Expressive Arts are tools for total human growth that help us to understand the world around us. According to Pizzat (1969), "A child's experiences in arts affect his social well-being, influence his intellectual faculties and above all utilize and refine his perceptions and his emotional sensitivity" (p. 1).

Margaret Gorove (1992) stated that "the Arts . . open children's eyes to aspects of life that otherwise they might be unaware of. They have to learn how to see, how to analyze, how to read and appreciate what is around them. Otherwise they go through life like it is a television show -- a blur. They don't use all their senses. The Arts help them to see, understand, and feel." (p. 15). They give children the freedom to express their potentialities that make them unique as human personalities.

Therefore, the Arts are expressions of human experiences in terms of a medium. The expressions may be in the form of dance, drama, music, photography, writing, needle art, cinematography, architecture, environmental design, or visual arts.

When involved in informal educational settings, young people have an opportunity to give form and meaning to life through the 4-H Expressive Arts Programs.

The Arts are a major importance to 4-H. They offer the personal dimension of feelings, sensitivity, empathy, and expression that provide balance for educational programs in 4-H, which puts primary emphasis on the objective mental operations required in science and technical studies.

The Arts are a major importance as a person seeks self-realization. They involve the person in perceiving his/her own world, reacting to what he/she sees, and interpreting his/her emotions and insights. The Arts help develop positive attitudes toward human interaction, respect for human interaction, respect for human values, and openness to ideas and works of others.

The Arts are also a major importance in a changing society as they help people understand their environments and create a desire to improve them. Way (1973) stated that "the artist reflects society through his chosen art form" (p. 1).

The unique community and family-centered structure of 4-H, providing for individualized instruction, peer teaching, and volunteer leadership, is a positive factor developing life skills through a program in the Arts.

This document has been developed as an organizational guide to assist in the planning and creation of a 4-H Expressive Arts Club. It is not, however, intended to be a complete and absolute statement of all aspects of organizing a club. Yet, it is designed so this publication will serve (in a practical sense) some useful purpose in assisting you in the planning and beginning of a 4-H Expressive Arts Club in your area.

Objectives

1. To improve skills in communication and self-expression.
2. The relationship of self-expression and creativity with all areas of learning.
3. The value of self-expression and creative arts in developing self-esteem and personal growth.
4. To appreciate the many and varied forms of self-expression and their cultural origins and heritage.
5. To accept, recognize, and encourage the continued development of expressive art forms.
6. To have fun while creating and learning by doing projects and activities involved in the arts.

Program Components

Projects and Activities

Music

• Vocal
• Instrumental
• Music Appreciation/Listening

  Classical
  Modern
  Country
  Religious
  Contemporary (folk, jazz, blues)

Art

• Painting
• Drawing
• Sculpture
• Photography
• Art Appreciation/Viewing
• Writing

Drama

• Plays
• Skits
• Readings
• Clowning
• Speaking

Dance

• Folk
• Classical (ballet)
• Contemporary (tap, jazz, waltz)
• Disco
• Country (square, line, clog)

Needle

• Quilting
• Crochet
• Sewing
• Cross Stitching
• Crafting
• Needlepoint/Bargello/Smocking

How To Start a 4-H Expressive Arts Club

Step 1 -- Contact Your County 4-H Agent

1. What 4-H is and how 4-H operates at the club, county, state, and national levels.
2. How to organize a club, fill out enrollment forms, secure project materials, and report your club's activities.
3. How to develop teaching aids and support.
4. How to communicate with other leaders and the community about your club.
   • Project instruction;
   • Coordination of project activities;
   • Recruiting resource people.

Step 2 -- Organize Your Club Staff

Club Leader - Assistant Club Leader

Duties include overall coordination of the club.

Duties entail leading youth enrolled in a specific project. Expressive Arts includes, music, art, drama, needle, and dance projects.

Duties include leading activities within a project. For example, clowning is a drama activity.

Club Officers

Step 3 -- Enroll Members and Leaders

1. Make a list of adults and young people 8 to 19 years of age who are prospects for the club.
2. Call or visit with the youth and parents and explain to parents how they can help by becoming actively involved in the planning and activities of the club.
3. Inform all about the orientation meeting.
4. Meet with each leader on an individual basis to discuss:
   • Literature available for projects or activities.
   • Training required and needed to teach and involve young people and how the training can be obtained.

Step 4 -- Hold an Orientation Meeting

1. Invite potential 4-H members and parents to a fact-finding meeting.
2. Tell them the importance of the arts to education and how the arts relate to all areas of learning and growth. (Review the introductory material in this guide).
3. Display your organizational plan and related materials about the arts and 4-H.
4. Have a question and answer period.
5. Discuss the roles of parents as project or activity leaders, helping with meetings and tours and making the program a family affair.
6. If possible, conduct a hands-on activity (such as a skit, group singing, or clowning) and point out that 4-H is "Learning-By-Doing."
7. Set the time and place for an organizational meeting.

Step 5 -- Hold the Organizational Meeting

1. Invite all the 4-H members and their parents who attended the orientation meeting.
2. Discuss with the youth what they want to do and learn in the program. Consider the local resources available.
3. Make a chart with months of the year listed, and by each month list activities or program topics for each meeting. The 4-H members and activity leaders responsible are those who will supervise and teach in the meeting.
4. Discuss activity meeting, what will be done, and how many to be held.
5. Elect officers and assign other roles.
6. Consider appointing a committee to produce 4-H yearbook (use the 4-H Secretary's Handbook).

Step 6 -- Plan Effective Programs

1. Name of club
2. Objectives
3. Projects for the year
4. Statement on when monthly meetings are held
5. Statement on when activity meetings are held
6. Officers
7. Instructors and leaders
8. Members' names, addresses, and phone numbers
9. Monthly club schedules
   • Places to meet
   • Name of program topic
   • Person in charge
   • 4-H members to give demonstrations and project talks
10. List of events in which members are to participate
11. Motto, pledge, 4-H Creed
12. County Extension agents' names and addresses

Step 7 -- Conduct Effective Meetings

4-H Meeting Agenda

Call to order
Pledge to American flag
4-H Pledge
Thought for the day
Rollcall
Reading of minutes
Treasurer's report

Reports
Old business
New business

The program should be of interest to all members, and the topic should be selected by them. Members may present a demonstration to introduce a topic. The program can then be presented by an instructor or resource person.

Fun and Games (in forms of the Expressive Arts, such as musical chairs, dance contest, and others) related to the age group of the club members and to the program topic if possible.

Step 8 -- Set Specific Guidelines for Leaders

Keep in mind that there is a wide range in the economic and personal (previous training) backgrounds of youngsters in the 4-H program. Some youth are blessed with materials and interested and informed parents. Other youngsters may have no training and parents who care very little about their development or success. Boys and girls who are having difficulty will need encouragement from their leaders. Try to be sensitive to their problems and assist as best you can.

In addition to your understanding of boys and girls and your knowledge of the arts, it is helpful to do the following:

1. Know the expectations of various age levels - comparing young children by the same standards as more mature youth is quite unfair. By the same token, being too easy will retard their development.
2. Put youngsters at ease - some of the youth you work with will be nervous. Some are afraid of you (even though your friends all think you are a nice person). A smile and a few pleasant words will go a long way to help your image.
3. Set a happy mood - a 4-H lesson should be fun.
4. Criticize constructively - most of the mistakes are a result of the member's not knowing or understanding the proper techniques. You won't hurt any feelings when you offer helpful suggestions for improvement in a positive manner (the same manner you might use when talking to your boss).
5. Praise - you can find something nice to say even to the poorest of performers. This is encouragement that will stimulate further work and improvement.

Step 9 -- Enrich the Club with Extra Activities

1. Visit an art museum. Ask an interpreter to make the exhibits meaningful and interesting to the members.
2. Attend a concert. Follow up with a discussion of the music presented.
3. Attend a theatrical performance. Discuss the mood, history, and purpose of the performance.
4. Invite local artists to perform for your club. Interview them on the development of their art and how it contributes to their lives.

Step 10 -- Encourage Competition and Performance

Recognition should always be given in levels such as superior, excellent, and good for encouragement. Youth should never be placed first, second, or third. It is impossible for most youth to remove their art expressions from themselves.

Encourage members to take every opportunity to perform or exhibit their art as groups and individually. The feedback they receive will provide continuous motivation. 4-H provides a variety of events related to the arts, including:

• Share-the-Fun Shows
• Photography Judging, Visual Presentation, and Exhibits
• Poster Art Contest
• Dairy Poster Contest
• Public Speaking Contest

Questions and Answers
About 4-H Expressive Art Clubs

Question: How might a child benefit from the use of an Expressive Arts Club?
Answer: Children and youth need access to many forms of expressive arts; they have a need to express their feelings in ways that are sensitive and original. Therefore, an Expressive Arts Club will give youth the experience, freedom, and opportunity to express themselves creatively, intellectually, physically, and emotionally.

Question: What about club offices?
Answer: Establish offices for what is needed. Most clubs have a president, vice president, secretary, treasurer, reporters, and recreation leaders.

Question: How do I get my community interested in the Expressive Arts and/or an Expressive Arts Club?
Answer: Emphasizing the importance of the Arts in the schools is one method of helping the community to become aware of the arts. Here, teachers may use the arts as a strategy to help children learn to read, count, and to remember an important time in history. This perhaps will appeal to parents and others as they see their child's grades improve.

Another means would be to use the Arts to aid in the awareness of our problem society, for example, to promote the ideas of peace, saying no to drugs and/or sex, having a positive self-image, performing in a musical, dance, puppet show, or skit. You might also consider organizing a program designating a specific month to introduce art in its various forms. This month's central theme might be called "The Month of Performing and Experiencing in the Expressive Arts."

Question: Is a meeting agenda necessary?
Answer: Yes, it helps everyone appreciate the program more. Use the preceding outline several days before each meeting.

1. Have the president come to your home and develop the outline as to who is doing what.
2. Recontact all those previously scheduled to be a part of the meeting to make sure of attendance.

Question: How do you get members to do demonstrations at each meeting?
Answer: At the August planning meeting, list all the demonstrations required for each of the 12 monthly meetings, and ask the members to sign up for the demonstration topics they wish to prepare. Before each meeting, have a leader help them get ready.

Question: Can the Expressive Arts be linked to any or all project areas?
Answer: Yes. Arts provide another avenue of expression for all project areas. For example, in the area of home economics, where one might shape cookies into a specific form, such as an animal, boat, people, letter or number to introduce that subject as well as the art of baking. Another example might include carpentry, where a person builds or constructs a wooden house through the use of toothpicks and glue.

Question: Should we develop a meeting agenda for activity meetings?
Answer: No. Activity leaders should have a lesson plan for what he or she is going to teach. Since time is usually critical, use the time for teaching.

Question: How do I get parents to help?
Answer: Enroll the parents when you enroll the children. Explain what you expect and how they should support their children and you. Give them a position in the club and make them an important part of the program.

Bibliography

Pizzat, J. (1969). Background information for developing an art program. Marshall, Minnesota: Southwest Minnesota State College.

Way, B. (1973). Development through drama. Minnesota: Humanities Press.

By Jim Yonge, 4-H Youth Development Specialist, and Cheryl Y. Clark, 4-H Expressive Arts Intern

Mississippi State University does not discriminate on the basis of race, color, religion, national origin, sex, age, disability, or veteran status.

Publication 1985
Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in furtherance of Acts of Congress, May 8 and June 30, 1914. Ronald A. Brown, Director